Teachers' spatial literacy as visualization, reasoning, and communication

摘要: Abstract This paper conceptualizes spatial literacy as consisting of three overlapping domains: visualization, reasoning, and communication. By considering these domains, this study explores different aspects to better understand how a group mathematics teachers reasoned about tasks. Seventy-five preservice inservice worked on problems that involved objects, their properties, relationships. Teachers' responses suggested skills were underdeveloped with deficiencies most evident solvable by dimensional reasoning. Poor vocabulary misconceptions hindered teachers' performance. Teachers who used multiple reasoning strategies more likely solve problem correctly.